a) Demonstrate understanding of key manifestations of mental illness and the different causes including physical, social and environmental.
b) Critically examine various social perspectives and attitudes on mental health in their historical and contemporary contexts Submission.
This assessment asks you to practice reflective thinking by considering your personal experiences relating to mental health. You can choose an experience within your life span, a friend or family member whose mental health has suffered.
You are required to demonstrate an understanding of the content in Modules 1 and 2 by applying this to your personal perceptions and observations of mental health and how it effects your ideas and possible practice in the future.
Instructions:
Write a 1000-word essay on your personal experience with mental health.
Review your life span from Topic 1.1, as well as events you may have experienced in your work or with friends and relatives that have had an effect on mental health. For example: anxiety, depression, trauma, loss, bullying, etc.
By coming up with your own examples rather than those from books or articles you demonstrate a deeper level of understanding, however, as it is an academic presentation you should cite at least five references.
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Overview:
• Introduce the topic and the points you plan to make about your firsthand experience and learning of mental health.
• Develop these points and illustrate your understanding of mental health and its effects on the community.
• Make conclusions by describing the meaning you derive from your reflection
An example framework for the critique:
Description of your perceptions: describe the mental health concern and potential causes. You may consider any impacts on the lifespan.
Revisit the experience: describe your ideas, observations, experiences, and how these relate to the material in modules one – two.
Explore assumptions, attitudes and beliefs: discuss what you found to be confusing, inspiring, difficult, interesting, and why. You might discuss any stigma or discrimination, or consider any ethical issues that arose.
Provide justifications: describe how you solved a problem, reached a conclusion, found an answer or reached a point of understanding. You might discuss how you changed, or found deeper meaning.
Format
You will be assessed on both the material and the way you present it. The lecturer will be looking for skills in communicating clearly, engaging the audience as well as your writing and research skills and the ability to organise information to present a cogent explanation of a concept and ensuring that all third-party material is appropriately referenced using APA.
The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to this document on the main page of every unit, under the ‘Assessments’ section. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of five references.
Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Essential and optional readings can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you can conduct your own research. Also, to help markers, determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original.
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Researching: You can search for peer-reviewed journal articles, which you can find in the online journal databases and which can be accessed from the library homepage. Reputable news sites such as The Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government departments, research institutes such as the National Health and Medical Research Council (NHMRC), international organisations such as the World Health Organisation (WHO) and local not for profit organisations such as the Cancer Council are also useful resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers.
Submission Instructions:
➢ Submit the reflection essay via the Assessment link in the main navigation menu in MHC108: Mental Health in the Community.
The Lecturer will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task out of 100 will incur a 10mark penalty per day.
Please note you must attempt all tasks in a subject to be eligible to pass the subject.
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Learning Rubric: Assessment 1: Reflection on Mental Health Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Grade Description (Grading Scheme) Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points. Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills. Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged. High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills. Evidence of in‐depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged.
Knowledge and understanding of mental illness, definitions and causes from a range of perspectives
Limited understanding of required assessment and mental health concepts.
Key components of the assignment are not addressed
Minimal applied knowledge or understanding of mental health, causes and social perspectives.
Information is somewhat substantiated by evidence from the research/course materials.
Thorough knowledge or understanding of mental health, causes and social perspectives.
Supports opinion and information substantiated by evidence from the research/course materials.
Highly developed understanding mental illness, causes, social perspectives and attitudes.
A sophisticated understanding of mental
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Percentage for this criterion:
25%
.
Reflects on information and evaluates information gathered.
Substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply mental health concepts to personal experience.
illness, it’s causes, social perspectives and attitudes.
Mastery of concepts and application of all mental health concepts.
Systematically and critically reflects on information and evaluates information gathered.
Justifies the chosen theoretical approach with robust evidence from the research/course materials and extended reading.
Content, audience, purpose
Percentage for this criterion:
15 %
Demonstrates no awareness of context and/or purpose of the assignment.
Demonstrates limited awareness of context and/or purpose of the assignment
Confuses assertion of opinion with theory
Demonstrates consistent awareness of context and/or purpose of the assignment.
Demonstrates a capacity to explain mental issue presented, causes.
Links their experiences with course content.
Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.
.
Consistently demonstrates a systematic and critical understanding of information gathering in context of assessment.
Excellent reflection and insight on practise based of analysis/synthesis of mental health concepts.
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Highly sophisticated and creative analysis, synthesis of new with existing knowledge Excellent insight from self- reflection and application of knowledge to new/other cases.
Analysis, and application with synthesis of new knowledge: critical reflection
Percentage for this criterion:
25%
Limited reflection.
Limited synthesis and analysis.
Limited application of mental health and attitudes
Demonstrated reflection.
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature on mental health.
Shows the ability to reflect on knowledge and application
Well-developed critical reflection skills.
Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
Shows the ability to reflect and improve knowledge and skills. Shows some insight.
Thoroughly developed critical reflection skills.
Thoroughly developed and creative analysis and synthesis with application of mental health concepts and the effects. Justified critical reflection and recommendations linked to analysis/synthesis.
Demonstrates insight and justifications.
Highly sophisticated critical reflection skills.
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of reviewing mental health, assumptions and justifications.
Recommendations are clearly justified based on the analysis/synthesis of information gathered. Applying knowledge to new situations/other cases.
Evaluation of information selected to support critical reflection
Limited
understanding of key concepts required to support the reflection.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of opinion with information substantiated
Supports opinion and information substantiated by evidence from the research/course materials.
Discriminates between assertion of opinion and information substantiated by robust evidence from the research/course
Systematically and critically discriminates between assertion of opinion and information substantiated by robust evidence from the research/course
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Percentage for this criterion:
25 %
Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis.
Viewpoints of experts are taken as fact with little questioning.
by evidence from the research/course materials.
Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability.
Demonstrates a capacity to explain apply relevant concepts.
Identify logical flaws.
Questions viewpoints of experts.
materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
Viewpoint of experts are subject to questioning.
Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.
materials and extended reading.
Information is taken from sources with an elevated level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
Identifies gaps in knowledge.
Exhibits intellectual independence, rigor, good judgement and adaptability.
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Citation of key resources and evidence
Percentage for this criterion:
10%
Demonstrates inconsistent use of excellent quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Demonstrates use of high quality, credible and relevant resources to support and develop ideas
Demonstrates use of excellent quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence
